The vocabulary learning strategies of Libyan university students of English and their vocabulary knowledge

Abstract

This research investigated the vocabulary learning strategies of Libyan University students of English and their Vocabulary Knowledge. 112 final year students in two departments of English language at The 7th of April University in Libya were asked to complete a vocabulary learning strategies (VLS) questionnaire to identify the range and frequency of VLS these learners use. Their responses were correlated with their results on three vocabulary tests used to measure the learners' vocabulary knowledge in terms of reception, controlled production and free production. The findings show that the Libyan EFL learners in both groups reported using a wide range of VLS even though the frequency of use is relatively low. Learners also reported using discovery strategies such as using dictionaries, and guessing meaning from context more frequently than consolidation strategies such as practising in groups, making word lists, or assessing vocabulary knowledge. The results of the vocabulary tests indicate that the Libyan EFL learners' receptive, controlled productive and free productive vocabulary knowledge is very low taking into account that they are a final year English majors. Moreover, there are high positive correlations between the learners' scores in the three vocabulary tests. An unexpected result was the difference between the two groups in terms of the frequency of using some VLS as well as their vocabulary knowledge. The findings also show that out of 44 VLS investigated, 23 were significantly correlated with the three vocabulary knowledge dimensions (receptive, controlled productive and free productive vocabulary knowledge). With regard to the discovery strategies, using monolingual dictionary, guessing meaning from context and identifying part of speech were positively correlated with the learners' vocabulary knowledge. Regarding consolidation strategies, the strategies of learning words of an idiom together, making an image of the form of the word, using the new word in sentences, making own lists of words, and using media were positively correlated with the learners' vocabulary knowledge. In a multiple-regression analysis, guessing meaning from context and identifying part of speech, two discovery strategies, and learning words of an idiom together, making image of the form of the word and making own lists of words, three consolidation strategies, appeared as the best positive predictors of the learners' vocabulary knowledge.